Writing Course Research Articles

A Study on a College Writing Course Model Utilizing Public Service Advertisements

This study proposes a column-writing course model that utilizes public service advertisements (PSAs) and aims to elucidate the educational effectiveness and significance of the course through a survey conducted among learners. The study participants consisted of 99 learners enrolled in the course “Media Society and Critical Writing,” which is part of the mandatory liberal arts curriculum, <Critical Thinking and Expression>, at Soongsil University. The course model is designed with the goal of analyzing various social issues presented in PSAs, collaboratively exploring solutions with peers, and ultimately completing a column. The design reflects Bransford et al. (1998) “IDEAL Problem Solving” method, the Engaged Learning<sup>+</sup> approach implemented at Soongsil University, and the core competencies outlined by the World Economic Forum (2023). This paper aims to enhance learners' creative and analytical thinking, facilitate the establishment of social and self-awareness among students through their communication with others, and assist in articulating these insights in a column format. Additionally, a key design goal of this course model is to enable learners to concretely articulate the process of understanding and empathizing with the difficulties of others, which they may not have personally experienced, through the analysis of PSAs. The survey conducted among the learners revealed that this course model significantly contributed to improving their abilities in media text analysis, communication, and writing.

A Food-related Freshman Writing Course Improves Food-related Critical Thinking of Students

A Food-related Freshman Writing Course Improves Food-related Critical Thinking of Students

<b>The Benefits and Weaknesses of ChatGPT on Students’ Learning Writing</b>

ChatGPT is seen as an Artificial Intelligence application of OpenAI in the industrial era 4.0. ChatGPT has been identified as possibly being used in a variety of disciplines, including education. Previous research has shown that employing ChatGPT as a learning helper can help students enhance their learner autonomy, research, and scholarship. Furthermore, studies discovered that ChatGPT poses several obstacles to learners, particularly those beginning to write, such as illusions and potential illicit authorship and copyright. Consider that there are few studies conducted in Vietnam on this topic. This study aims to identify the limitations of Chat GPT that people typically encounter when studying writing, particularly in the Research Writing Course, and explore whether Chat GPT helps learners improve writing outcomes. The author discovered qualitative data from interviews with seven Master Course students, indicating that despite the numerous problems that students frequently face when utilizing ChatGPT, this platform can help them improve their writing abilities.

Theoretical Courses and Architectural Education: Studio-based Approach for Technical Writing Course

Technical writing skills are critical to ensure the success and integration of architecture and urban projects. The practice of architecture requires high communication skills to deliver ideas and plans to the different stakeholders in architecture projects. Clear technical communication provides mutual understanding of the aspects and requirements of projects to all involved parties including contactors, engineers, clients and even authorities, mitigating the high risks of misunderstandings. Technical writing allows for clear project documentation, facilitating coordination between interdisciplinary teams and improving decision making and problem solving. Architectural education relies mainly on hands-on experiences and design-oriented studios. Theoretical courses present a challenge for both architecture students and lecturers, as they are often taught in a lecture setting, which is not so familiar to architecture students, making them overwhelming to students. Theoretical courses challenge students as they often miss the link between concepts and application. Technical writing courses are hardly linked to students’ interests. This study presents a pedagogical approach to the course of Technical Writing in the Sustainable Architecture and Urban Design Program at Helwan University in Egypt. It presents an studio-based interactive approach through using in-class discussions, workshops, games, peer discussions and interactions. It also links sustainable architecture and urban design applications into students’ work, to ensure their interest in the course and their compound benefit. The paper presents the results of a tailor-made evaluation questionnaire to identify the most effective methods used in teaching the course, in addition to students’ key takeaways from the course. Results show that students learned the most of report writing and presentation skills, perceived the course as highly interactive and highlighted that using games enhanced their learning experience.

AI language models: A breach of academic integrity in online language learning?

This study elucidates considerations surrounding university students’ use of artificial intelligence (AI) in their coursework, and its impact on online language learning and assessment. This exploration is based on students’ personal experiences and perceptions. To investigate the students’ use of generative AI, an open-ended questionnaire, consisting of optional questions, was developed. A total of 54 students from diverse undergraduate fields of study, who were enrolled in online General English, English for Academic Purposes or Academic Writing courses, provided responses to the open-ended questions. The data were analysed inductively by two researchers using thematic analysis. The findings suggest that, despite offering numerous potential benefits to student learning, such as facilitating learning and supporting language proficiency, AI language models also raise a variety of challenges and concerns. These include issues related to plagiarism, cheating, assessment and over-reliance on AI.

The Relationship between University Students’ Writing Efficacy, Self-Esteem, and Academic Achievement in a Literary Therapeutic Writing Course

The Relationship between University Students’ Writing Efficacy, Self-Esteem, and Academic Achievement in a Literary Therapeutic Writing Course

Navigating Investment and Collaboration: A Study of Uzbek Undergraduates in a South Korean Writing Course

Navigating Investment and Collaboration: A Study of Uzbek Undergraduates in a South Korean Writing Course

The Application of Project-Based Learning in Essay Writing within English Essay Writing Course

This study uses semi-structured and observational interviews as data collection methods to examine the impact of PBL on student learning. Findings suggest that implementing PBL in the English Essay Writing Course has a positive effect on student learning. Research shows that switching from traditional teaching methods to PBL can be very effective for courses with important writing topics, such as English essay writing. This study contributes to the understanding of effective teaching methods in English essay writing courses, demonstrating of the step to write an English Essay and the transformative potential of PBL in improving English students' motivation in writing skills. The suggestion is future researchers can do more research on how students explore their writing skills through essay writing at different kinds of essay.

Fostering EFL Learners' Writing Competence through Problem-Based Learning

Problem-based learning approach’s popularity has grown tremendously in Academic Writing courses throughout the world. The rationale for this rise is that students are driven to pinpoint problematic situations, brainstorm, and find a lasting solution collaboratively, thereby sharpening 21st-century skills, such as writing literacy, problem solving, and critical thinking. Although a growing number of studies are prevalent on this promising approach globally, a gap in the literature has been noticed about its influence on increasing university students’ writing competence in Iraq. To this aim, this mixed method research design study was conducted on 50 freshman students at a private university in the even semester of the 2023–2024 academic year via cluster sampling method spanning 12 weeks. Control group students carried out their writing education as in the curriculum; however, experimental group students’ writing lessons were enriched with the principles of problem-based learning. Having analyzed the data by SPSS 29 and MAXQDA, fetched by writing exams and surveys, findings revealed that experimental group students outperformed control group students regarding enhanced writing performance, boosted motivation, and improved critical thinking with statistically proven data by adopting the distinguishing qualities of problem-based learning at the tertiary level in Iraq context. In other words, the post-test writing exam culminated in a 0.003 statistically significant p-value based on the t-test. Complementary surveys also unearthed a positive correlation between employing problem-based writing instruction and increasing motivation as well as critical thinking skills. The findings of this study may have certain implications for stakeholders who have sought ways to integrate problem-based learning into tasks in Academic Writing courses through a well-established plan and meticulously monitored writing process on a global scale.

Reform and Practice in Teaching Literature Review and Scientific Writing Course with the Goals of "Leading and Applicability"

Literature study and scientific paper writing for leading and applicability aims to enhance the capability of students in literature review and scientific paper writing through teaching reform and practice. The course design emphasizes leading and applicability, and cultivates independent analysis and critical thinking through in-depth academic literature reading and actual scientific and technological thesis writing. Through the teaching content, teaching methods, and assessment methods, we explore the role of leading teaching in promoting academic exploration and application transformation. Students not only demonstrate innovation and foresight in academic research but also show the ability of technology transformation in practical application, laying a solid foundation for future academic and professional career development.

A Study on Teacher’s Regulative Discourse in Online Academic English Writing Course

This study investigates the use of teachers’ regulative discourse in an online academic writing course from the perspective of Bernstein’s pedagogic discourse theory. By observing and analyzing the data from the “Academic English Writing” course on the China University MOOC platform, the study examines the forms, syntactic expressions, and functions of directives used by teachers in online classes and explores their impact on teaching and student learning. The findings reveal that teachers prefer to use direct regulative discourses, such as imperative sentences while utilizing indirect and more polite discourses less frequently. The findings help to provide references for MOOC teachers to optimize their use of regulative discourse.

Effectiveness Evaluation of the Student Research Proposal Presentation Program at Scientific Writing Course

Higher education increasingly emphasizes the importance of developing students' academic and professional abilities, including scientific communication and presentation skills. The research proposal presentation program is a strategic initiative in responding to these needs, but challenges in its implementation still exist. Evaluate the effectiveness of student research proposal presentation programs in the Scientific Writing course at UNINDRA and identify strengths and weaknesses in the delivery of material and student argumentation structure. Evaluative research involves collecting data from the results of presentation evaluations, feedback from lecturers or other participants, and assessing the quality of presentations. Qualitative and quantitative data analysis techniques were used, with thematic analysis techniques to identify patterns or themes in participant feedback and evaluation. The evaluation showed that the research proposal presentation program provided significant benefits for lecturers and students. However, there are challenges in the learning process due to inadequate support in CPMK and material distribution. The high lecturer-student ratio also hinders the implementation of the ideal presentation. Internal obstacles such as lack of courage and suboptimal preparation of presentation materials also affect the quality of presentations. The need for adjustments in the preparation of the curriculum and teaching methods, including aligning the CPMK with the CPL and ensuring that the plan for the presentation of research proposals is included in the RPS. It is necessary to provide adequate time and improvement of presentation equipment to improve the quality of presentation and feedback. Better integration between CPMK and CPL will create a globally competitive generation of academics and professionals. Thus, this program can be more effective in achieving higher education goals in developing students' academic and professional abilities.

A Study on the Optimization Strategy of Teaching Models for Scientific Thesis Writing Courses for Undergraduates in Public Administration

This paper, using School S as a case study, examines the current state of undergraduate scientific thesis writing courses in the field of public administration. The research reveals several key issues, including a lack of comprehensive course content, an irrational course structure, and a relatively monotonous approach to teaching methods. In response to these findings, the paper proposes strategies to enhance the richness of the course content, refine the course structure for a deeper understanding of the thesis writing process, and integrate a variety of teaching methods to stimulate students' interest and improve their writing skills.

Critical and Creative Literacy in Argumentative Writing Course: Students’ Needs

Critical and creative literacy (CCL) is crucial for students as it focuses on critical and creative thinking processes and the object of what to think in balance concern. While many teaching models might integrate critical literacy in teaching English, its practical implementation in argumentative writing course is not well-explored. In an argumentative writing course, critical reading tasks of argumentative writing models can facilitate the thinking process and their English development for constructing a new one with a localized issues for contextualized the learning. Therefore, this study aimed to explore the students' learning needs to improve their CCL level as well as their argumentative writing skills development. The study involved 124 university students from four universities in Lombok, Indonesia, using a survey-style research design. Data was collected through questionnaires and in-depth interviews and analyzed qualitatively with a five-Likert scale analysis method. The analysis revealed significant gaps between the current and desired conditions of students' CCL skills integrated into the argumentative writing course, indicating high needs. The results of the needs analysis could be used to develop a conceptual framework for promoting CCL integration into the course.

Benefits, Challenges, and Attitudes Toward ChatGPT in English Writing Courses at Saudi Universities

Benefits, Challenges, and Attitudes Toward ChatGPT in English Writing Courses at Saudi Universities

The evolutionary course of mathematics literary writings: A case study

The evolutionary course of mathematics literary writings: A case study

Exploring Factors Influencing Students' Challenges in Academic Writing: A Qualitative Analysis Based on Student Perspectives

Writing proficiency poses significant challenges for learners of English as a Second Language (ESL) or English Foreign Language (EFL), particularly at the tertiary level where academic essay writing is a requirement. This study delves into the factors contributing to students' difficulties in an Academic Writing course, as perceived by the students themselves. Employing qualitative methods, including open-ended questionnaires and interviews, data were collected from 25 students enrolled in an Academic Writing class for repeaters in the English Language Education Program at a university in Hanoi. Thematic analysis of the responses revealed two main categories of factors influencing students' writing challenges: internal and external. Internal factors encompassed issues such as self-motivation, self-confidence, lack of knowledge, and feelings of pressure, while external factors included the teaching style of instructors, classroom environment, instructional materials, and various aspects of the writing process. The findings of this research aim to assist educators in developing effective teaching strategies for Academic Writing courses, with the goal of alleviating students' difficulties and enhancing their writing proficiency.

Enhancing Paragraph Writing Proficiency: A Study of Students' Performance Post Global English Textbooks Exposure

The article focuses on identification of students’ performance to write paragraphs and the topics needed by students to be developed post global English textbooks exposure. This study aimed to investigate description of current students’ performance to write paragraphs after studying a paragraph writing using Global English Textbooks and to find out the topics needed by students to be developed as teaching English textbook materials for Paragraph Writing Course. The research employed a mixed-methods approach, combining quantitative analysis of students' paragraph writing performance with qualitative interpretation into their perceptions to the use of global English textbooks as writing paragraph teaching materials. The total samples were 44 students of English Study Program, Faculty of Letters, Universitas Muslim Indonesia. To obtain information from the informants, the researchers employed questionnaires of Paragraph Writing distributed to the students through the Learning Management System (LMS) Google form. The results showed that students exhibited a wide range of proficiency levels in paragraph writing, from advanced to fundamental deficiencies, necessitating targeted support across all skill levels. Moreover, a significant proportion of students lacked confidence in their writing abilities, emphasizing the importance of tailored instruction to address uncertainties effectively. Challenges with global English textbooks, including language complexity and cultural references, exacerbated these issues. Despite the inherent benefits of paragraph writing, such as language development and critical thinking skills, some students questioned its relevance in non-native English education settings. Additionally, doubts about fundamental language aspects like vocabulary and grammar underscored the need for focused instruction in these areas. Overall, addressing these challenges required comprehensive supports and resources to enhance students' paragraph writing skills and confidence levels effectively. Meanwhile, the exploration of sixty topics provided valuable insights into students' interests and knowledge. Among them, sixteen topics emerged as notably popular, indicating a strong resonance with students. These topics ranged from personal narratives to societal issues, reflecting students' diverse values and concerns. Furthermore, themes related to self-improvement and academic success garnered considerable interest, underscoring students' aspirations for growth. Even less chosen topics still demonstrated students' engagement with various aspects of interpersonal relationships and cultural identity. Moreover, the inclusion of less common topics reflected students' recognition of broader educational and patriotic ideals, albeit with less enthusiasm.

Measuring Critical Thinking Skills through Performance Assessment: The Profile of EFL Students’ Critical Thinking Skills

This study tries to find the profiles of EFL students' critical thinking skills in writing problem-solution expository essays within wetland themes. It employs a quantitative descriptive design by utilizing a validated writing test. The subjects of the study were 40 students of the English Language Education Study Program of the University of Lambung Mangkurat, Indonesia, who were enrolled in the Academic Writing courses. The essay produced by each student was measured based on the depth of cause-and-effect analysis, the logic of the argument given, the viability of the solution, and the validity of evidence used to support the argument. The findings reveal that the subjects’ critical thinking skill is categorized as medium since the mean score on the test of critical thinking is 11.38. Particularly, they have a high level of critical thinking in the aspects of analyzing the issue (3.03) and providing viable solutions (3.18). It indicates that they are able to distinguish the cause of a problem and the consequences as well and consider the causes and consequences when they propose a solution. However, their skill in providing argument is medium (2.85) whereas their skill in providing the evidence is low (2.33). These findings suggest that the subjects need to be trained in providing arguments and sufficient evidence through leading questions, discussion, and reading relevant sources. It implies that the study program needs to develop a teaching model that facilitates the students to practice their critical thinking skills.

The Impact of Performance-Based Assessment on Academic Writing Instruction

This study seeks to determine the positive impact of PBA, which synchronizes student achievement in the learning process with final grades. Performance-Based Assessment (PBA) is a pedagogical strategy used to achieve student targets in the following learning objectives, especially in Academic Writing courses that aim to make students competent novice writers. The Performance-Based Assessment teaching style allows students to write seminar-ready draft proposals at the end of the Academic Writing course. It was decided to adopt a single case study research design to get more thorough data about the respondents. This study used Performance-Based Assessment (PBA) in academic writing classes. This study shows that Performance-Based Assessment improves student learning, notably in Academic Writing, proving that PBA is a good teaching method.